Indiana 4-H Forestry Project – Questions &Answers
2013
Q – I have an ash tree that is strange to look at. There are three main branches which are black
and have no growth on them at all and with very large holes in them….almost as if struck by
lightning…though they say it has never been struck. They were concerned about it being ash
borer though the crown itself looks fine (with the exception of the bare spots due to the dead
limbs) and there are no “witches brooms” and the bark appears healthy….what bark could be
pulled off showed no signs of borer larva. Anyone have any idea if there is a fungal disease
that can cause black limbs or another reason there may be big holes with black limbs? I am
stumped on this one. Any help is appreciated!
A – Fungal diseases do not cause holes. Insects do, as do other animals. When in doubt, send
samples to the PPDL. However, since it is an ash in Crawfordsville, that may be like
worrying about the deck chair arrangement on the Titanic. (Dr. Janna Beckerman)
A2 – Also a reminder that whenever you send tree samples to the lab, please also submit digital
photos online at our web site (at no extra charge). Pictures are essential to get a better
understanding of tree issues. We need views of the whole tree along with close ups of the
dieback, trunk and base of tree showing flare roots (or lack thereof) and the surrounding area.
Try to include a size reference such as a ruler or pen in some of the close ups. (Tom
Creswell, Director, Plant & Pest Diagnostic Lab, Purdue University)
2010
Q – The forestry project has one project where you look at the State forest and parks (Forestry 2,
My State’s Trees). It seems like most the kids that do that project has the same map they use
that will fit on the poster the proper way. Where do they get those maps?
A – Youth can draw their own map, use a regular Indiana road map
(transportation) or print one that they find on the Internet. See, for
example, Purdue Extension County map. Or, use the graphic (*.jpg) map
that I have put on the Forestry website (and attached).
2008
Q – I am working with a local high school science teacher and he had some questions on how to
make the 4-H Herbarium Tree Collection in the Level 3. Specifically, how do you fasten
them to the herbarium paper? Do you suggest tape, twist ties, plastic cover, etc.?
A – I recommend clear rubber cement or strips of transparent tape. There are some suggestions
on the Forestry CDE website (http://www.fourh.purdue.edu/natural_resources/NR,CDEs/Forestry/index.html) then “Resources” and
“Making a Practice Kit.” Also, the 4-H Forestry Project Resources section has two links for
more information: one from the National Park Service and the other from the Royal Botanic
Garden in Edinburgh.
Q – Our son is working on a herbarium collection for his Forestry project this year. He has
mounted his specimens on the herbarium paper and covered them with a plastic wrap like
Saran wrap (only wider). When he stands them vertically to display on his poster, they
buckle. Our concern is that the leaves will be damaged by the buckling. Any suggestions on
how to prevent this? The instructions say to cover each specimen but nothing on what to use.
A – I have not heard of this happening before. It sounds like the paper is not stiff enough to
support the leaves. Perhaps some poster board glued to the paper would help. I tried to see
what some other 4-H members did (see examples on my website, www.fourh.purdue.edu/staff.home/natalie/4h.html, and click on "pictures" under Forestry) but that did
not help, other than noting that everyone put the herbarium in some sort of holder.
2007 & before:
Level 1, page 34
Q – The Trees at Work activity, page 34 in the Level 1 Forestry manual is impossible to do. The
terms they are asking for can not be found in the book or the text.
A – You are correct. This activity was supposed to have the Word Bank, given below.
Word Bank
 Carpenter
 Ecologist
 Forester
 Logger
 Nurseryman
 Surveyor
 Tree planter
Answers:
Down
1. Ecologist
2. Nurseryman
3. Logger
1.
2.
3.
4.
5.
Across
Carpenter
Lumberman
Treeplanter
Forester
Surveyor
An alternative crossword puzzle for this activity is given below. It might be more age
appropriate.
Across
2. I work with many kinds of wood to
build people's homes.
4. I work outdoors, harvesting trees in
managed forests to send to veneer
mills, sawmills, handle plants,
stave mills, pulpmills, and other
wood-using industries.
6. I care for the forests to keep them
healthy.
Level 2, page 9
Down
1. I plan and build, set up, and or maintain equipment in
a mill (saw mills, stave mills, pulp mills).
2. I am an athlete and very particular about the kind of
wood my bat is made from and how it is made. I
play ________________.
3. I carve duck decoys out of wood. Sometimes I find
my own wood and sometimes I purchase it from a
mill.
5. I am in the secondary wood-using industries. I
purchase lumber from the primary industries and
use it to make furniture.
Q – On page 9 in the Level 2 manual (Reach for the Canopy) is the equation for photosynthesis.
For the exhibit we have to “balance” the equation. What does that mean?
A - The equation is balanced when there are the same number of atoms of each element on each
side of the arrow. The equation below is balanced. There are 6 molecules of carbon dioxide
(CO2) which has 6 atoms of carbon and 12 atoms of oxygen (the subscript 2 shows that each
carbon dioxide molecule has two atoms of oxygen).
6CO2 + 6H20  602 + C6H12O6
Comparing the two sides:
Left hand side: 6CO2 + 6H20
Right hand side: 602 + C6H12O6
[6 carbon atoms + (6x2) oxygen atoms] +
[(6x2) oxygen atoms] + [6 carbon atoms +
[(6x2) hydrogen atoms + 6 oxygen atoms]
(12 hydrogen atoms + 6 oxygen atoms]
= 6 C + 12 O + 6 O
= 12 O + 6 C + 12 H + 6 O
= 6 C + 18 O + 12 H
= 18 O + 6 C + 12 H
These have the same number of atoms of each element.
(QED, which indicates that it is proven.)
Q – Where can I get herbarium paper?
A - Herbarium paper is available at:
1. MDC, Herbarium Mounting Paper (110 lb) $3.00/pkg of 25 (7/1/2003), 4-H 840
2. BioQuip, www.bioquip.com, Mounting cards – good quality, heavy white tag stock, 11.5 x
16.5, $1.70/dozen (7/1/2003)
3. Carolina Biological Supplies, www.carolina.com, good grade, acid-free, flexible, white,
watermarked ledger paper, 11.5x16.5, order # WW-66-3211, $15.75/pkg of 100
(7/1/2003)
Q – We are wondering if a State Park will fill the requirements for “walking in a State Forest” in
the Forestry project (Level 1). All the State Forests are in southern Indiana and that is
difficult for us to get to.
A – Yes, indeed. A State Park will be fine. Thanks for bringing this problem to my attention. I’ll
change that for next year (2007).
Q – Do I have to show two compound leaves for the herbarium collection (tree leaves)?
A - Only one compound leaf is required for the herbarium collection. It would be good to show
the back of one leaflet, but it is not required. The request for at least two leaves was intended
for the single leaves to show if they are attached alternatively or opposite.
Q –One of our 4-H members is having a hard time getting good leaf specimens for their Forestry
project. They have tried three times. They are collecting the leaves, drying them thoroughly
by blotting, and placing between newspapers with plywood backing and then using C-clamps
to press. The leaves seem to be getting very dark, especially from the petiole and spreading
up through the leaf blade. On some species the leaf margins are getting necrotic and
browning. I suspect this may be environmental in nature due to the alternating heavy rains
and sometimes high winds this spring but would like some support for my suspicions.
A – Suggestions from Purdue FNR faculty and staff. The variety of suggestions show that drying
leaves is not an exact science!
 I suspect the student is not changing the newspaper often enough and probably keeping
them in a humid house. Try setting the press in the sun during the day and changing the
newspaper daily.
 Sounds like the leaves are rotting from the lack of air movement. They should have
cardboard between the leaves. The wavy interior lets air circulation dry the leaves; i.e.,
cardboard, newspaper sheet, leaf specimen, newspaper sheet, cardboard, newspaper, leaf
specimen, newspaper, cardboard, etc. The leaves only need to be pressed flat, not
compressed. A strap around the press is adequate. The C-clamps may be a bit much.
 I suspect that the client isn’t getting the moisture away from the leaves fast enough. It’s
my understanding that the blotting paper needs to be changed, i.e. press for a couple of
days, change paper and press again. Repeat until the blotting paper no longer has any
water to absorb. It’s also possible that the bundle is clamped so hard that the air space for
moisture transfer through the blotting paper is reduced.
 Possibly the plywood is aiding mold and not letting air move through the paper.
 A few ideas. First, some tree species do this easier than others. If it is one species giving
them a problem the easiest solution is to switch species. If they are all doing it, it could
be partially technique. They may be getting the clamps too tight and squeezing the
leaves. They might also consider putting the press in a dark cooler place. The other
solution is to use the wax paper and iron method. It is quick and often gives greener
leaves.
Q – I have a parent wanting to know what is on the label when you are labeling leaves for a 3rd
grade poster? I couldn’t read the examples on the website. Thanks!
A – We did not specify what should be on the labels under the new exhibit guidelines (with the
new manuals). So, they can do it as they wish. Traditionally, we asked for the tree name, type
of leaf, and other characteristics. That makes sense for some of the activities, but not all. The
4-H member should focus on providing the information that best conveys the information
that the activity in the manual was trying to teach.
Q – Is a vine a shrub? How do you define "shrub" for the Forestry Herbarium collection?
A – No, a vine is not a shrub. Woody plants are divided into trees, shrubs, and vines. Harlow and
Harrar defined them as follows : “… the line of demarcation between trees and shrubs is by
no means clear-cut. A given species may be shrubby near the extremities of its range, or near
timberline, and still attain large proportions elsewhere. …. Similarly, the distinction between
shrubs and vines is often poorly defined since several native species of woody plants are at
first vinelike, and then become shrubby as they approach maturity. For the sake of
convenience, a tree may be defined as a woody plant which at maturity is 20 ft or more in
height, with a single trunk, unbranched for at least several feet above ground, and having a
more or less definite crown. Shrubs, in contrast, are smaller an usually exhibit several erect,
spreading, or prostrate stems and a general bushy appearance.” (Harlow and Harrar,
Textbook of Dendrology, 1969, ,pg1)
Q – Just to be certain that I am clear, how about a couple of examples. Raspberry would count as
a shrub, but poison ivy or grapes would not? I wouldn't want to teach the wrong thing!
A – I would agree with your examples. But please note – a judge may call it differently. This is
one of the inherent difficulties of judging, judgments are open to personal interpretation.
Further complicating the issue is the fact that many counties don’t have very many natural
resource projects in any one area so they will ask a judge to evaluate multiple projects, some
of which may be well out of their area of expertise. I would remind kids that they should
make the exhibit to show what they learned to the best of their ability and present it just how
they want to. Judges will have their preferences, whether looking at a poster or an animal
(e.g., some focus on the top line and others on legs) and three judges may have three different
winners.
Q – The exhibit guidelines say, “Label specimens as specified in your manual” But there are no
instructions (I think they referred to the old manual).
A – You are correct. The instructions for the herbarium collection labels are: Label each sheet
with the following: common name, scientific name, where collected, county in which
collected, date collected, name of collector, and the specimen number. Cover each specimen.